(ATTACHMENT 1)
REPORT AND POSSIBLE ACTION ON PERSISTENTLY LOW PERFORMING
SCHOOLS PROPOSAL
This item initiated by the Administration.
ADMINISTRATION’S REPORT
1.
As a District Identified for Improvement, Milwaukee Public Schools (MPS) is
charged with accelerating achievement for all schools across the district. Some 48
schools have been identified by the state as Fails to Meet Expectations.
2.
The vision is to transform the lowest-performing schools into high-performing
schools by working with staff, parents, students, neighborhood and community
partners to create school communities that have the capacity to implement
rigorous academic and behavioral programs and interventions and by
dramatically increasing the resources so students are successful in their goals of
being college- and career-ready and well-rounded citizens.
3.
This vision behind the Commitment Schools designation will become a reality with
the implementation of a theory of action around recalibrating low-performing
schools (LPS). If the identified low-performing schools are reorganized into
Commitment Schools, which will receive supports beyond the standard of care
within MPS and these supports are implemented with fidelity through one of the
designated programmatic models, then students will be engaged in a rigorous
instructional program that fosters a safe and supportive culture and prepares
them to be successful in college and career.
4.
In response to the number of schools that were identified as persistently low
performing and in support of all schools, the Administration has designed a
tiered system of support for all schools.
5.
This tiered system provides a continuum of instructional support to all schools
based on need. All schools receive support, but the level of support is
determined through the MStat process in which Regional teams assess the
current achievement levels for each school.
6.
The eligibility criteria used to identify the persistently low-performing schools
will be the overall State Report Card rating and the academic achievement index
rating. The schools will then be ranked by the individual performance measures
used in the State Report Card. The Administration, in cooperation with the
MTEA, will identify a group of low-performing schools, tentatively called
Commitment Schools, for intensive intervention and supports.
7.
The Commitment Schools will implement innovative and rigorous educational
programs by employing one of the models described below. Each school will
have a plan that meets the needs of that school, the students, families and
community.
a.
Innovative Commitment Schools embrace approaches that are developed
by educators, parents, students and neighborhood and community
partners in collaboration with central services administrators. These
schools will be provided with additional and focused support from the
district as they implement a learning environment where students,
teachers and leaders are successful.
1-1
b.
Strategic Partner Commitment Schools also embrace innovative
approaches with additional and focused supports provided by the district;
however, a service provider will lead the implementation and also be held
accountable for the outcomes.
Charter Commitment Schools make deep and fundamental changes by
converting to non-instrumentality charter schools that enroll all currently
enrolled students who choose to attend. These schools are autonomous
and held accountable by the district through the terms of their charters.
c.
8.
MPS has many successful schools and programs. To the degree possible,
Commitment Schools will replicate such programs including, but not limited to,
IB/Advanced Placement, CTE/STEM, the Arts, Montessori and language
schools, Blended Learning, Personalized Learning, and Systems Thinking
models.
9.
All Commitment Schools will be designed with the following guiding principles in
mind:
a.
b.
c.
d.
e.
f.
Collective trust, action and impact
Common pedagogical vision and purpose
School-based faculty and staff ownership
Community, parent, and staff engagement in design and implementation
Flexibility within the work day and work calendar for collaboration,
professional development and instruction
Focus on cultural competence
10.
To ensure the fidelity of the educational program and its implementation,
approximately eight schools will become Commitment Schools each year over a
three-year period for a total of 25 schools by 2016-2017.
11.
In November 2013, an internal planning committee began working to develop
the Commitment Schools’ model and program design. The work of this committee
is focused on three areas: Student Achievement, Effective and Efficient
Operations and Family and Community Engagement.
12.
The table below outline immediate action steps and approximate timeline from
November 2013 to July 2014 for the implementation of the Commitment Schools:
Tentative
Timeline
November June
December –
June
January
February
February
February
Action Steps
Conduct Planning Committee Meetings
Study and Identify Potential Instructional Program
Models
Present Initial Plan to SASI Committee
Post a Request for Proposals (RFP) for Strategic
Partner and Charter Commitment Schools only
Pre-Bid Conference for RFP Applicants
Community Listening Sessions Begin
1-2
February
February-April
February- April
March - June
March/April
April
May & June
July
Announcement of the Commitment Schools
School Visits and Leadership Team Meetings
Determine Recruitment and Hiring Processes
Determine Operational Changes
RFP Selection/ Matching Process Begins
Announcement of Strategic Partner and Charter
Commitment Schools
Planning and Professional Development for
Commitment Schools
Commitment Schools Officially Launch
* * * * *
1-3